Showing posts with label Language Learning. Show all posts
Showing posts with label Language Learning. Show all posts

December 04, 2014

Spelling Disorder

Yes, this is certainly plaguing the Gen Y of Malaysia.

The lack of English language skills and the pollution brought about by the widespread usage of inter-language among Malaysians have led to many who may be able to speak but when it comes to writing English, it is a different matter.

The spelling capability of young Malaysians are getting unstuck.


This cartoon speaks volumes.

September 19, 2012

Bosses Wants English-Speaking Employees

Learn English Now!

Not anyone but the Malaysian Employers Federation(MEF) which is saying this.
Employers want graduates who can speak, read and write well in English, not just those who pass the subject in exams.
Executive director Shamsuddin Bardans said of  the 28% of students who had received a credit in Sijil Pelajaran Malaysia (SPM) English in 2010, only 30%-40% would be employable, as revealed in the Malaysia Education Blueprint 2013-2025.


He doesn't minced his words when he said starkly, “A credit in SPM English doesn't mean you can communicate well. Even if you increase the number of students who pass with a credit to 90%, it still won't fill up the gaps in the workforce if only 30%-40% of those graduates can communicate well” 
He added the situation was further aggravated when employers are reluctant to offer English and communication training to employees.
Shamsuddin said most companies would rather use the 1% tax levy for staff training from the Human Resource Development Fund for other endeavours.
He also highlighted the discrepancy between the employer's views on the importance of English in hiring versus those of fresh graduates .
“In a survey by JobStreet, 56% of employers viewed poor command of English as a reason for not hiring, while only 23% of fresh graduates shared that view.
“It is a big gap in perception. Only half the number of fresh graduates believe English is important in landing a job,” he said.
British Council English Language Services director Sam Ayton said the inadequacy of English education could potentially create serious gaps in the global job market for both advanced and developing nations.
“But global trends reveal that education systems worldwide are now emphasising English and, as a consequence, children are getting proficient at an earlier age, where eventually  English proficiency will be commonplace globally,” she said.
Another speaker at the forum, TalentCorp Malaysia Johan Mahmood Merican said it was important to change the Malaysian attitude towards English.
“We have to change the youth's outlook on English. The language must be seen as a means of advancement in life, to land a better job or to access a wider range of knowledge,” he said.
He added that English needed to be promoted not just in terms of learning but also for communication.
“Are we really training our children to communicate?” he asked.
“We need our teachers to really engage our children and provide them the soft skills they will need in the working world,” he said.
So, English is important, comprende?

March 05, 2012

Will Such English Teachers Make the Grade?

The teaching of English via the internet is not something new. Many teachers have set up web-sites and have continuing success teaching English to speakers of other languages world-wide.


Let us look at one of them providing an advanced certificate in Teaching of English as a Foreign Language.

This company, known as TEFL Express conducts a 120 hours internet coaching which apparently is a preparatory course for you to become a teacher of English and to help prepare you to ace the ESOL examination administered by Cambridge ESOL Examining Board.

The course, judging by its outline, will provide exposure in most areas of English. Once you have proved yourself successful, you will be awarded an Advanced Certificate and can then proceed to teach English world-wide.

Essentially consisting of a core module;5 main module course and two specialization modules, you can study at your leisurely pace with the caveat that you must complete it within 100 days from the start of the course.

Let us look closely at the course outline in gist.

The core module (mandatory) is ‘The Principles of Teaching English’-basically language understanding and grammar points.

The 5 units encompass grammar, lexis, pronunciation and functions; the 4 learning skills and classroom management.

Of these, there are 2 specific units focused on preparation to take the Cambridge ESOL examinations.

The specialist modules to choose from include:

> Survival Teaching
> Young Learners Teaching
> Professional Teaching

As education today is getting more sub-standard and driven largely by fee income, my fear is without the required class-room teaching practice, teaching quality may be questionable. Can these 120 hour graduate really teach English adequately? Maybe some can teach at the most basic level.

Paper qualification is one thing, apparent recognition of skill is another. Performance is definitely key here.



June 01, 2010

For the Love of the English Tongue

Adib Esa is a rare breed. He knows the importance of English at an early age and it now transmitting the language skills the best he can in all the opportunities God leads him into.


Let us read the engaging telling of his story.

"I remember an unforgettable incident when I was a Standard Three pupil in the outskirts of Pontian, Johor. I nervously sought my class teacher's permission to go to the toilet. The teacher was furious when I uttered "please teacher may I go up" instead of out.

From then on, I was told to pronounce the correct syllable in every sentence of a story. I was also given novels and short fiction stories by my kind-hearted teacher to brush up my command of the English language.

My proficiency progressed as I advanced into the secondary level where English was the medium in all subjects, except for Bahasa Malaysia and Religious Studies.

I took part in debates, dramas, choral speaking and other oratory contests organised at the school, zone and district levels. I even secured top marks for the subject in the then Senior Cambridge Examinations in 1966.
The following year, when I was 20, I became a teacher trainee at the now defunct Mohd Khalid Teachers College or MPMK, located beside SM Sultan Ismail and is now the site for Sekolah Seni and SM Mohd Khalid, both premier secondary schools.

My two years at MPMK was memorable as I was in the first batch of students to be admitted to its newly constructed premises.

I was an English teacher at several primary and secondary schools in Selangor and Johor for the next 18 years.

Although the standard of English among students and pupils of that era was eroding due to a change in the education policy, my students' interest in the subject was very encouraging.

My approach in introducing the subject was very informal. Initially, I requested the pupils to get a jotter book where they could fill in words and find their meanings in the dictionary.

They were also encouraged to write sentences from these words and were told to jot down quotes by listening to conversations on television or radio programmes.

Their efforts will then be discussed in the classroom. My technique succeeded as the students' standard of English improved tremendously.

This was proven by the high grades and marks they achieved in examinations.

My teaching style also produced students who could write short stories and articles. A few of them even sold their works to colleagues.

My teaching career ended in 1988 after I was posted to the Johor Education Department first as supervisor for student affairs and later, as supervisor for health education.

Both positions had little to do with English and I only held on to them for three years. In 1991, I finally secured a job I loved best, as senior state English supervisor and held on to it until 2003.

During my tenure, proficiency courses for English teachers and department personnel were organised in all districts at least twice a year.

As for the students, there were "Speak English Campaign" in schools, singing and choir competitions, poetry, choral speaking and many more.

A few years after retirement, I set up "JELTA" (Johor English Language Teachers Enterprise) along with a group of retired teachers and private teachers from learning and tuition centres throughout the state.

Since its inception, JELTA has organised a series of English courses and seminars on UPSR, PMR and SPM question-answer techniques for students.

Other targeted groups include pre-school teachers, private teachers of religious schools, and individuals eager to master the language.

Two years ago, I was elected the English coordinator for Felda English Language Centre and I also lecture at VSS Academy.

Early this year, I became a relief teacher of a government school under the Education Ministry's programme called "Kumpulan Guru Simpanan Kebangsaan" (National Relief Teachers' Group).

Although the government via the ministry had contributed efforts to enhance the standard of English among students, its objectives are still questionable.

English teachers, in particular, should be more proactive and prepare their lesson plans well before presenting them in the classroom.

A good, creative educator will do away with the traditional approach, and let the young present their ideas, communicate and write freely.

Child-centred learning is beneficial as it allows students to share their points through mind-webbing, brainstorming and words listing in the discussed topic. Teachers should only act as facilitators.

My advice for teachers is to sacrifice some time in learning to be more creative when teaching the subject.

Adib Esa, 63, stays in Bandar Baru Uda with his wife, Nahariah Abd Majid. They have three children and five grandchildren."

We must have more teachers passionate of this subject  such as Adib to ensure English continues to be upgraded in the coming years.

May 15, 2010

The River-A Review Exercise


Let us have a test exercise on Valerie Bloom’s lively and lovely poem, ‘The River’.
Here goes-
1.       How many stanzas are there in ‘The River’?
a)      5
b)      6
c)       7
d)      8
2.       Pastoral people who move from place to place in search of food and water are called
a)      Campers
b)      Nomads
c)       Caravan people
d)      Vagrants

3.       To be ‘vexed’ means to be
a)      worried
b)      angry
c)       irritated
d)      haunted

4.       What is the most likely reason a river ‘twists and turns’?
a)      river waters move in torrents
b)      river water moves in currents
c)       water moves from left to right
d)      it cannot cut through hard rocks

5.       To ‘gobbled’ means to
a)      eat in slow motion
b)      eat noisily and quickly
c)       eat slowly  in small mouthfuls
d)      eat in an easy relaxed manner

6.       When water goes down our throats, it may  
a)      gurgle
b)      gargle
c)       gobble
d)      garble

7.       ‘The River’ uses plenty of metaphors. Which is the following is not a metaphor?
a)      baby
b)      winder
c)       singer
d)      treasures

8.       ‘The River’ is personified with a
a)      female gender
b)      male gender
c)       neutral gender
d)      no gender

9.       The poet describes ‘The River’ as if it is a
a)      monster
b)      person
c)       baby
d)      wanderer

10.   An angry river becomes a monster and
a)      swallows
b)      destroys
c)       gobbles
d)      crushed

April 11, 2010

Julius Caesar: Climaxing in Death


In Act III, Scene 1, we  see Caesar, along with the conspirators heading to the Senate House. He sees the soothsayer and tells him that the ides of March have come.  To this, the soothsayer responds with, "Ay, Caesar, but not gone".  (3.1.2). However, Caesar is not concerned and continues on his way to the Senate. 

Next, Artemidorus attempts to hand Caesar his letter, explaining its contents affect him personally, but Decius responds quickly, telling Caesar the Trebonius has a document for him to read instead. Caesar tells Artemidorus that, "What touches us ourself shall be last served" (3.1.7). 

As they approach the Senate House, Trebonius pulls Mark Antony aside and away from Caesar, making him more vulnerable to attack. Caesar takes his seat in the Senate and proceeds to allow Metellus Cimber to petition him. The man throws himself down at Caesar's feet begging for his brother's release from banishment, but is ordered to stand.

Caesar tells him that fawning will not win him any favors, and that, "Know Caesar doth not wrong but with just cause" (3.1.47). At this Brutus comes forward, to Caesar's great surprise, and pleads for the man's brother. Cassius soon joins him. Caesar tells them his decision is, "constant as the Northern Star" and that he will not remove the banishment. Cinna approaches and Caesar tells him, "Hence! wilt thou lift up Olympus?" (3.1.73). Decius and Ligarius come forward and kneel before him as well. Finally Casca also kneels and says, "Speak hands for me" (3.1.76), and stabs Caesar. All the conspirators continue to stab him as he falls saying, "Et tu, Brute? - Then fall Caesar" (3.1.77).

Cinna immediately starts crying out, "Liberty! Freedom! Tyranny is dead!" (3.1.78) The other senators all run out of the Senate House in confusion while the conspirators stay together to protect themselves. Brutus finally tells them to,

"Stoop, Romans, stoop.
And let us bathe our hands in Caesar's blood
Up to the elbows, and besmear our swords;
Then walk we forth even to the marketplace,
And, waving our red weapons o'er our heads,
Let's all cry out 'peace, freedom, and liberty!'" (3.1.106-111).

Cassius continues this exultation of their deed, saying, "How many ages hence / Shall this our lofty scene be acted over, / In states unborn and accents yet unknown!" (3.1.112-114). Cassius further adds that they will be known as, "The men that gave their country liberty" (3.1.118).

The servant of Mark Antony arrives and falls prostrate before Brutus, telling Brutus that Antony wishes to meet with him to learn why Caesar had to die. Brutus promises Antony will not be harmed and tells the servant to bring him. Cassius tells Brutus that he still has misgivings about Antony even though he has promised not to hurt him.

Antony arrives and laments the death of Caesar, imploring the murderers, specifically Brutus, to explain why Caesar had to be killed. Brutus tells him that Caesar was destroying the republic and had to be removed from power. Antony pretends to be convinced by this and asks the conspirators to, "Let each man render me his bloody hand" (3.1.185). He then shakes hands with each of them, naming them as he faces each man. The last hand he takes is that of Trebonius, who actually did not commit the murder, but distracted Mark Antony so he would not be able to protect Caesar.

Antony quickly recants his agreement with the murderers, and tells Cassius that he almost joined them after shaking their hands. He was swayed at the sight of Caesar's body. He asks them if he may have permission to take the body to the marketplace and show it to the crowds. Brutus gives him permission to do this, but Cassius warns, "You know not what you do. Do not consent / That Antony speak in his funeral. / Know you how much the people may be moved / By that which he will utter?" (3.1.234-237). As a compromise, Brutus decides to give his speech first, and to allow Antony to speak afterwards, provided that Antony only says positive things about the conspirators. Antony agrees.
Left alone with the body of Caesar, Antony says, "O pardon me, thou bleeding piece of earth / That I am meek and gentle with these butcher" (3.1.257-258). He continues, becoming ever more violent in his speech, "Domestic fury and fierce civil strife / Shall cumber all the parts of Italy" (3.1.266-267). A servant sent from Octavius Caesar arrives and sees the body. Antony tells him to stay for the funeral eulogies in the marketplace and report back to Octavius on the state of affairs in Rome. Together they carry out Caesar's body.

Let us proceed to Scene 2.

Brutus and Cassius tell the plebeians to follow them in order to hear an explanation for the murder. They split the crowd into two sections and Cassius leaves to speak to one group while Brutus speaks to the other. Brutus tells the masses that he loved Caesar more than any of them, but that he killed Caesar because he loved Rome more. He says, "As Caesar loved me, I weep for him. As he was fortunate, I rejoice at it. As he was valiant, I honor him. But as he was ambitious, I slew him" (3.2.23-25). Brutus then asks them if they wish him to die for his actions, to which the crowd replies, "Live, Brutus, live, live!" (3.2.44). Lastly, he begs them listen to Mark Antony and to let him depart alone. Thus, he leaves Mark Antony alone to give his oration. 

Antony's speech begins with the famous lines, "Friends, Romans, countrymen, lend me your ears" (3.2.70). His speech continually praises Brutus as "an honourable man" who has killed Caesar for being ambitious yet also describes Caesar as the most honorable and generous of men. In this way, Antony appears to praise his friend while respecting the men who murdered him, when in fact; Antony is inciting the crowd against Brutus, Cassius and the conspirators.

The plebeians are easily swayed and conclude that Caesar was not ambitious but was wrongly murdered. Next, after the plebeians beg, Antony reads Caesar's will after descending into the masses and standing next to Caesar's body. He shows them the stab wounds and names the conspirators who gave Caesar the wounds. The crowd starts to surge away in anarchy, crying, "Revenge! About! Seek! Burn! Fire! Kill! Slay!" (3.2.196). Antony stops them and finally reads the will, in which Caesar has given every Roman citizen seventy-five drachmas and the freedom to roam his land. The plebeians react in a frenzy of anger against the men who killed Caesar, and carry away the body. Antony says, "Now let it work. Mischief, thou art afoot. / Take thou what course thou wilt" (3.2.248-249). The servant of Octavius arrives and tells Antony that Octavius is already in Rome and is waiting for him at Caesar's house. That ends Scene 2.

In Scene 3, Cinna the poet (not Cinna the conspirator) is unable to sleep that night and wanders through the streets of Rome. Some plebeians find him and demand to know who he is and what he is doing on the street. He tells them that he is going to Caesar's funeral as a friend of Caesar. When they ask him his name, he tells them Cinna, at which the plebeians cry, "Tear him to pieces! He's a conspirator" (3.3.27). Cinna responds by saying, "I am Cinna the poet, I am Cinna the poet" (3.3.28), but they attack him anyway and carry him away.

Let’s now have an analysis of Act 3.

Analysis:

The images of Caesar throughout the play are those of constancy and greatness. Caesar himself exclaims, "But I am constant as the northern star" (3.1.60), "Hence! wilt thou lift up Olympus?" (3.1.73). Cassius even angrily compares Caesar to the Colossus, saying, "Why, man, he doth bestride the narrow world / Like a Colossus, and we petty men / Walk under his huge legs and peep about" (1.2.136-138). Thus when Caesar falls, the world falls into chaos. There is no one able to replace Caesar's power immediately after his death, and so anarchy reigns until Octavius eventually seizes power in the final lines of the play.

Caesar's greatest flaw is his refusal to acknowledge his mortality. Often referring to himself in the third person, he develops a sense of greatness and godliness that distracts him from taking appropriate precautions. Artemidorus tries to hand him a note warning him about the dangers of the conspirators, but Caesar refuses because Artemidorus informs him that the note is personal. "What touches us ourself shall be last served" (3.1.7).

The moments immediately following Caesar's death are highly ironic, as the murderers cry out, "Liberty! Freedom! Tyranny is dead!" (3.1.78). They have committed an extralegal act and yet now cry out in the name of liberty. Next, they dip their hands in Caesar's blood:

"Stoop, Romans, stoop.
And let us bathe our hands in Caesar's blood
Up to the elbows, and besmear our swords;
Then walk we forth even to the marketplace,
And, waving our red weapons o'er our heads,
Let's all cry out 'peace, freedom, and liberty!'" (3.1.106-111).

Cassius remarks, "How many ages hence / Shall this our lofty scene be acted over, / In states unborn and accents yet unknown!" (3.1.112-114). These lines, alluding to Shakespeare's retelling of Julius Caesar's story, were used even during the French Revolution, due to their simultaneous expression of grotesque death and the rallying cry of "peace, freedom, and liberty!". Brutus and the other conspirators fail to grasp the hypocrisy of their actions.

Mark Antony does not believe the conspirators are justified in crying "peace", and is the first to condemn their actions. When Antony states, "Let each man render me his bloody hand" (3.1.185), he is marking them for revenge rather than celebrating their actions. Even Trebonius, who did not stab Caesar, but prevented Antony from protecting him, is marked by Antony. Antony shakes hands with Trebonius last, literally transferring Caesar's blood, collected from his previous handshakes, to his clean hands to implicate him in complicity of the murder.

At this moment, Antony symbolizes anarchy. He blames the conspirators and mark them for revenge. He shows his taste for chaos when finally left alone with Caesar, he says, "O pardon me, thou bleeding piece of earth / That I am meek and gentle with these butchers" (3.1.257-258). His final words indicate his goals, stating, "Domestic fury and fierce civil strife / Shall cumber all the parts of Italy" (3.1.266-267).
Indeed, Anarchy does rule by the final scene of Act III, in which innocent Cinna the poet is killed indiscriminately because his namesake was one of the murderers. This scene, in which the plebeians are unwilling to listen to Cinna, expresses the death of not only order but also of literature and reason. Cinna cries out, "I am Cinna the Poet" (3.3.28), at which the crowd simply changes its charges against him to, "Tear him for his bad verses" (3.3.29). The death of Cinna is an attack on men of words and literature, and marks the first time a poet, often an icon of political rebellion, is ignored. Later on in the play, a poet tries to separate Brutus and Cassius during a great argument, but is ignored and sent away. Perhaps, with these examples, Shakespeare is seeking  the audience to give more weight to the work of poets and writers in the affairs of the world.

Critics often point out Brutus' tactical errors which lead to his eventual loss. Brutus' first grave mistake is allowing Mark Antony to live. However, his greatest mistake is allowing Antony to speak to the crowds. Cassius' fears are justified when Antony turns the crowd against the conspirators. Furthermore, Brutus leaves Antony alone with the crowd, thereby losing all control of the situation.
Antony realizes the nature of the people he is dealing with, and tells the crowd, "You are not wood, you are not stones, but men" (3.2.139). This contrasts with Murellus in the very first scene who calls the crowd, "You blocks, you stones, you worse than senseless things" (1.1.34). Antony is able to influence the crowd because he flatters them and uses repetition and poetry to drive his points home. With this careful manipulation, Antony overcomes Brutus, who instead addressed the crowd in prose, syllogisms and logic. However, although a powerful speaker, Antony relies on Caesar's body and will to win the crowd over. Thus, the audience sees the continual influence Caesar maintains over events, even after his death. Antony says that he would, "put a tongue / In every wound of Caesar that should move / The stones of Rome to rise and mutiny" (3.2.219-221).

February 25, 2010

Flipping Fantastic: Reading Comprehension


Let us look at this passage before we put in the questions with multiple choice answer posers.

Tristan is a bewildering boy.He's always been such a life-wire but for the past two weeks,he's been strangely quiet.James has been quiet too but that is not unusual for him. They both seem to have been depressed since te last day of term.I'm not quite sure why.It is the summer holidays after all.Perhaps it was a mistake to choose different secondary schools for them. They're very different children but they're still twins.It's hard for the rest of us to understand quite how they feel. I must ask them again if this is what they really want. I can't let them spend the rest of the summer holidays looking as if they've won a lottery,then lost the ticket down a drain! (Pg 29)

1. What does the expression,'live-wire' means with regards to Tristan?

A: Noisy and serious
B: Nervous and calm
C: Quiet and Depressed
D: Friendly and talkative

2.Tristan and James are depressed because they

A: had quarreled
B: could not be in the same play
C: they could not go to a summer camp
D: had to go to a different secondary school

3.Why do the twins have to go to different schools?

A: They are competitive
B: They have different needs
C: They asked to go to different schools
D: They do not like to be in the same school

4. The word,'lottery' probably refers to them being lucky to have found

A: places i n their own school
B: two different day schools
C: suitable secondary schools
D: inappropriate secondary schools

If you have read the book closely,all the answers are obvious.

======================================================================

The answers are:

1(D)
2(D)
3(B)
4(C)

So,did you got them all right?

Lucky you!

August 17, 2009

Now A Royalty supports ENGLISH

So, a royalty is now speaking up for English. Is this a case of better late than never?

At the International Conference on Education for All Raja Dr Nazrin Shah today stressed the importance of the English language. He believes that English is of paramount importance in the twenty first century workplace and said “It is the lingua franca of world commerce and world finance and those who are proficient in the language will enjoy many advantages in global work place.” He added that many employers are using English proficiency as one of the defining factors in selecting workers.As such, he he advocated that every teaching and learning method be harnessed to enhance the English proficiency of every student.

He then lamented that teachers should be better trained and standardised test be introduced at all school level to determine the English proficiency of their students.

“Teachers are the most important determinants of the quality of the education system. The quality of the education system cannot exceed the quality of its teachers and yet most education systems do not have the best.

But the best education systems do. In Finland, all new teachers must have a masters degree.

“South Korea recruits primary school teachers from the top 45 per cent of graduates, Singapore and Hong Kong from the top 30 per cent. In these countries, teaching is a high status profession,” he explained.

Raja Nazrin was explaining how English proficiency is one of the four key aspect of the education system which needs to be given special attention if Malaysia is to meet the demands of a knowledge and innovation economy.

It is rather sad that Raja Nazrin’s comment came after the government had already decided in July 2009 to end the policy of teaching mathematics and science in English in both primary and secondary schools effective from 2012. The two subjects will be taught in Bahasa Melayu in national schools and in Tamil or Chinese for vernacular schools.

He also commented that the Malaysian education system needs to reduce the amount of content being taught in classes because this has led to the neglect of the competency skills needed for the 21st century.

“The curriculum is full of teachers and university instructors disseminating information to students who are passive recipients.

“Often times, schools teachers and university instructors lament the fact that they are given insufficient time to complete the syllabus. Educationists fear that reducing the content will deprive learners, not realising that in this case less will, in fact, be more,” he said.

He added that students will benefit more if they learn inquire and gather information by themselves especially with the advancement of the information technology.

Raja Nazrin told the audience that Malaysia must shift from its examination oriented education system because this has led to the neglect of many of skills and competencies needed for a knowledge and innovation economy.

He said that the examination-oriented system has led schools focusing on high achievers at the exclusion of underachievers who unfortunately comes from poorer socio-economic background.

“While the numbers As scored by learners is important, it is equally important to ensure that all students master the knowledge and skills required for them to function effectively and efficiently in the workplace of the 21st century,” he said.

Raja Nazrin added that the current teacher-centered strategies will have to give way to more learner-centred strategies.

Only through this can the required skills be developed for the 21st century, he stressed.

He explained that wealth of a knowledge and innovation economy can only be derived from the exploitation of the intangible assets of its people such as experience, skills and knowledge.

“It could only be achieved if the education system is able to turn out students who are well introduced to the knowledge, skills and attitude to work in a knowledge and innovation based economy,” he said.

Are we too late to change the mind of PM Najib?

June 07, 2009

Teaching Bahasa Malaysia


A friend asked me whether I could teach him Bahasa Malaysia as he needed it to converse with investing partners in Kelantan. However, he could not spend much time with me. So face-to-face contact is out.

So I suggested using cyberspace. What I would do is to teach him words thematically.

Take for example the word-makan. It means to eat.

Next, add prefixes and suffixes to it.

The common ones would do. The words generated could range from: makanan (food), dimakan(to be eaten), bermakan (to eat-depends on context), memakan(to eat-depends on context), pemakanan (nutrition,diet)and so forth.

Then these words will be shown its usage in the literal form. For example:

Mereka sedang bermakan dengan kawan-kawan sepejabat. (They are eating with their office mates.)

The usage in figurative sentences are also provided. For example:

Kita bukan orang kaya. Kita makan gaji.(We are not rich. We work for a salary)

I have yet to get a response from my friend on this mode of teaching.